Differentiating ERAN and MMN: an ERP Study

Total Page:16

File Type:pdf, Size:1020Kb

Differentiating ERAN and MMN: an ERP Study NEUROPHYSIOLOGY, BASIC AND CLINICAL NEUROREPORT Differentiating ERAN and MMN: An ERP study Stefan Koelsch,1,CA Thomas C. Gunter,1 Erich SchroÈger,2 Mari Tervaniemi,3 Daniela Sammler1,2 and Angela D. Friederici1 1Max Planck Institute of Cognitive Neuroscience, Stephanstr. 1a, D-04103 Leipzig; 2Institute of General Psychology, Leipzig, Germany; 3Cognitive Brain Research Unit, Helsinki, Finland CACorresponding Author Received 14 February 2001; accepted 27 February 2001 In the present study, the early right-anterior negativity (ERAN) both a longer latency, and a larger amplitude. The combined elicited by harmonically inappropriate chords during listening ®ndings indicate that ERAN and MMN re¯ect different mechan- to music was compared to the frequency mismatch negativity isms of pre-attentive irregularity detection, and that, although (MMN) and the abstract-feature MMN. Results revealed that both components have several features in common, the ERAN the amplitude of the ERAN, in contrast to the MMN, is does not easily ®t into the classical MMN framework. The speci®cally dependent on the degree of harmonic appropriate- present ERPs thus provide evidence for a differentiation of ness. Thus, the ERAN is correlated with the cognitive cognitive processes underlying the fast and pre-attentive processing of complex rule-based information, i.e. with the processing of auditory information. NeuroReport 12:1385±1389 application of music±syntactic rules. Moreover, results showed & 2001 Lippincott Williams & Wilkins. that the ERAN, compared to the abstract-feature MMN, had Key words: Auditory processing; EEG; ERAN; ERP; MMN; Music INTRODUCTION not a frequency MMN which is known to be elicited only Accurate pitch perception is a prerequisite for the proces- when a deviant tone, or chord, is preceded by a few sing of melodic, harmonic, and prosodic aspects of both standard tones or chords with identical frequency [8,9]. language and music. Recently, neural dynamics underlying Notably, both harmonically appropriate and inappropriate pitch processing within a musical context have been chords were consonant, major chords. It was only the extensively investigated by recording the mismatch nega- surrounding musical context that made some chords with tivity (MMN) [1,2], the right anterior-temporal negativity respect to principles and rules described by the theory of (RATN) [3], and the early right-anterior negativity (ERAN) harmony inappropriate (see below). [4±6], which are components of the auditory event-related Nevertheless, the ERAN is reminiscent of the MMN: (a) potential (ERP). The present study aimed at differentiating both ERAN and MMN have a similar time-course and MMN and ERAN. scalp-distribution, (b) the amplitudes of both ERAN and In previous studies investigating the perception of ma- MMN increase with the amount of violation and are jor±minor (i.e. Western) tonal music, harmonically inap- connected to behavioral discrimination performance, and propriate chords presented within a musical chord (c) both MMN and ERAN can be elicited pre-attentively sequence elicited a negativity in the ERP which was [5,8,9]. Moreover, in previous experiments the ERAN was maximal around 200 ms and right-anteriorly predominant elicited in a paradigm which has similarities to the audi- [4,5]. Due to its early latency with respect to the RATN, tory oddball paradigm, a paradigm often used to elicit an and due to its similarity to the early left anterior negativity MMN. (ELAN) [7], this ERP component was termed the early In the present study, chord sequences were presented to right-anterior negativity, or ERAN. With respect to their the participants, each sequence consisting of ®ve chords, functional signi®cance, the RATN and the ERAN are and one sequence directly following the other (middle of suggested to re¯ect the processing of musical syntax, Fig. 1). Most of the sequences consisted of in-key chords whereas the ELAN is known to be elicited by word only, but infrequently chords at the third or at the ®fth category violations and therefore taken to re¯ect syntactic position of the sequences were Neapolitan sixth chords. language processing. Neapolitan chords (in C major: f±a ¯at±d ¯at; Fig. 1) In the studies of Koelsch et al. [4±6], harmonically contain out-of-key notes (in C major: a ¯at and d ¯at) with inappropriate chords did not represent a physical deviancy respect to the harmonic context established by the preced- with respect to the preceding chords. Thus, the ERAN is ing in-key chords. Following the theory of harmony, 0959-4965 & Lippincott Williams & Wilkins Vol 12 No 7 25 May 2001 1385 NEUROREPORT S. KOELSCH ET AL. abstract feature MMN: priate/inappropriate' [13±16]. If so, the amplitude modula- tion of the ERAN (third versus ®fth position of a chord sequence) would not be due to any complex rule-based processing of harmonic information, but merely be depen- chord deviations: dent on the position within a stimulus train (i.e. within a sequence of acoustic events), regardless of the buildup of a musical context. In order to test whether the ERAN is an abstract feature MMN, participants of the present study were presented with acoustic events containing an abstract feature (tone etc. pairs raising (standard) or falling (deviant) in pitch, see Fig. 1), but not building up a context towards the end of each stimulus sequence. If the processes re¯ected in the ERAN are the same as those re¯ected in the MMN, the frequency MMN amplitude of the abstract feature MMN should, like the amplitude of the ERAN, increase towards the end of a stimulus sequence. Three blocks were conducted: an abstract feature MMN block, a block with chord sequences, Fig. 1. Examples of stimuli. In all blocks, stimuli were presented with the same time-course, loudness, and probability of deviant events and a frequency MMN block (with single tones, Fig. 1). In (deviant events are indicated by the arrows). all three blocks, stimuli were presented with the same time-course and the same probability of deviant events. Neapolitans may be considered as a variation of the MATERIALS AND METHODS subdominant (a minor subdominant with a minor sixth Subjects: Twenty-eight right-handed and normal-hearing instead of a ®fth). Neapolitans at the ®fth position are subjects (aged 19±28 years, mean 23.4, 15 of them females) perceived as more inappropriate than when they are participated in the experiment. Subjects were non-musi- presented at the third position for two reasons: (a) because cians, i.e. they had never learned to play an instrument or of the musical context buildup, the tonal expectancies of professional singing, and they did not have any special listeners are more speci®c at the end of a sequence [10,11], musical education besides normal school education. and (b) since Neapolitans function in music- theory as subdominant variation, a Neapolitan at the third position Stimuli: All stimuli were played under computerized is fairly suitable (since a subdominant is appropriate), control via MIDI with a piano sound on a Roland JV-2080 whereas a Neapolitan at the ®fth position (where a tonic synthesizer. In all blocks, each stimulus sequence consisted chord is appropriate only) is inappropriate; it has been of ®ve events, presentation time (PT) of events 1±4 was shown that harmonically appropriate chord functions are 600 ms, of the ®fth event 1200 ms (in the ®rst block, the ®rst expected to a higher degree compared to inappropriate tone of each tone-pair had a PT of 100 ms, i.e. PT of the chords [10,11]. second tone was 500 ms (1100 ms at the ®fth position) Notably, harmonic expectancies of listeners follow prin- respectively). Deviant events (in the ®rst block falling tone- ciples which correspond to the harmonic relations of differ- pairs, in the second block Neapolitan chords, in the third ent chords (and keys, respectively). These relationships block tones with different frequency) occurred in some form the basis of the major±minor tonal system and are sequences randomly at either the third ( p 0.2) or ®fth described by the theory of harmony. The principles which position ( p 0.2). All chords and tones had the same govern harmonic expectancies have been described in loundness and the same decay of loudness, there was no detail as a hierarchy of harmonic stability [11]. In previous silent period between events or sequences; one sequence music experiments employing an experimental paradigm directly followed the other (Fig. 1). In each block, the same similar to that of the present study [4±6] it could be shown deviant events were employed at the third and ®fth that the degree of harmonic incongruity (i.e. the degree of position, i.e. deviant events were in each block on average harmonic expectancy violation) is re¯ected in the ampli- physically identical. Sequences containing a deviant event tude of the ERAN: The ERAN is smaller when elicited by were always preceded by a sequence exclusively consisting Neapolitans at the third position of a chord sequence of standards. Chords and tones were played with 55 dB compared to the ®fth position. That is, the elicitation and SPL. In each block, 255 sequences were presented, resulting amplitude modulation of the ERAN can be explained on in a block duration of 15 min. the basis of music theory, or, in other words, the ERAN may re¯ect cognitive processes which refer to a complex Task: In all blocks, subjects were playing a video-game rule system (which may be taken as musical syntax under the instruction to ignore all acoustic stimuli. [4,6,10±12]). This would contrast the MMN, which is In Block 1 (abstract feature MMN), standard stimuli known to be elicited either by physical deviance, or by were single-tone pairs raising in pitch, deviant pairs were rather simple abstract feature deviances which do not refer falling in pitch (top of Fig.
Recommended publications
  • Stephen Brien
    AN INVESTIGATION OF FORWARD MOTION AS AN ANALYTIC TEMPLATE (~., ·~ · · STEPHEN BRIEN A THESIS S B~LITTED I P RTIAL F LFLLLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF M IC PERFORMANCE SYDNEY CONSERV ATORIUM OF MUSIC UN IVERSITY OF SYDNEY 2004 ACKNOWLEDGMENTS The author would like to thank Dick Montz, Craig Scott, Phil Slater and Dale Barlow for their support and encouragement in the writing of this thesis. :.~~,'I 1 lt,·,{l ((.. v <'oo'5 ( ., '. ,. ~.r To Hal Galper ABSTRACT Investigati on of Forward Motion as an analytic templ ate extracts the elements of Forward Motion as expounded in jazz pianist Hal Gal per's book- Forward Motion .from Bach to Bebop; a Corrective Approach to Jazz Phrasing and uses these element s as an analyt ic template wi th which to assess fo ur solos of Australian jazz musician Dale Barlow. This case study includes a statistical analysis of the Forward Motion elements inherent in Barlow' s improvisi ng, whi ch provides an interesting insight into how much of Galp er' s educational theory exists within the playing of a mu sician un fa miliar with Galper ' s methods. TABLES CONT ... 9. Table 2G 2 10. Table 2H 26 II . Table21 27 12. Table 2J 28 13 . Table2K 29 14. Table 2L 30 15. Table 2M 3 1 16. Table 2N 32 17. Table 20 33 18. Table 2P 35 19. Table 2Q 36 Angel Eyes I. Table lA 37 2. Table IB 37 3. Table 2A 38 4. Table 2B 40 5. Table 2C 42 6.
    [Show full text]
  • Identification and Analysis of Wes Montgomery's Solo Phrases Used in 'West Coast Blues'
    Identification and analysis of Wes Montgomery's solo phrases used in ‘West Coast Blues ’ Joshua Hindmarsh A Thesis submitted in fulfillment of requirements for the degree of Masters of Music (Performance) Sydney Conservatorium of Music The University of Sydney 2016 Declaration I, Joshua Hindmarsh hereby declare that this submission is my own work and that it contains no material previously published or written by another person except for the co-authored publication submitted and where acknowledged in the text. This thesis contains no material that has been accepted for the award of a higher degree. Signed: Date: 4/4/2016 Acknowledgments I wish to extend my sincere gratitude to the following people for their support and guidance: Mr Phillip Slater, Mr Craig Scott, Prof. Anna Reid, Mr Steve Brien, and Dr Helen Mitchell. Special acknowledgement and thanks must go to Dr Lyle Croyle and Dr Clare Mariskind for their guidance and help with editing this research. I am humbled by the knowledge of such great minds and the grand ideas that have been shared with me, without which this thesis would never be possible. Abstract The thesis investigates Wes Montgomery's improvisational style, with the aim of uncovering the inner workings of Montgomery's improvisational process, specifically his sequencing and placement of musical elements on a phrase by phrase basis. The material chosen for this project is Montgomery's composition 'West Coast Blues' , a tune that employs 3/4 meter and a variety of chordal backgrounds and moving key centers, and which is historically regarded as a breakthrough recording for modern jazz guitar.
    [Show full text]
  • Harmonic Vocabulary in the Music of John Adams: a Hierarchical Approach Author(S): Timothy A
    Yale University Department of Music Harmonic Vocabulary in the Music of John Adams: A Hierarchical Approach Author(s): Timothy A. Johnson Source: Journal of Music Theory, Vol. 37, No. 1 (Spring, 1993), pp. 117-156 Published by: Duke University Press on behalf of the Yale University Department of Music Stable URL: http://www.jstor.org/stable/843946 Accessed: 06-07-2017 19:50 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms Yale University Department of Music, Duke University Press are collaborating with JSTOR to digitize, preserve and extend access to Journal of Music Theory This content downloaded from 198.199.32.254 on Thu, 06 Jul 2017 19:50:30 UTC All use subject to http://about.jstor.org/terms HARMONIC VOCABULARY IN THE MUSIC OF JOHN ADAMS: A HIERARCHICAL APPROACH Timothy A. Johnson Overview Following the minimalist tradition, much of John Adams's' music consists of long passages employing a single set of pitch classes (pcs) usually encompassed by one diatonic set.2 In many of these passages the pcs form a single diatonic triad or seventh chord with no additional pcs. In other passages textural and registral formations imply a single triad or seventh chord, but additional pcs obscure this chord to some degree.
    [Show full text]
  • Jazz Concepts for Acoustic Guitar Block Chords
    Jazz Concepts For Acoustic Guitar Block Chords © Guitar Mastery Solutions, Inc. Page !2 Table Of Contents A Little Jazz? 4 What Are Block Chords? 4 Chords And Inversions 5 The 3 Main Block Chord Types And How They Fit On The Fretboard 6 Major 7th ...................................................................................6 Dominant 7th ..............................................................................6 Block Chord Application 1 - Blues 8 Background ................................................................................8 Organising Dominant Block Chords On The Fretboard .......................8 Blues Example ...........................................................................10 Block Chord Application 2 - Neighbour Chords 11 Background ...............................................................................11 The Progression .........................................................................11 Neighbour Chord Example ...........................................................12 Block Chord Application 3 - Altered Dominant Block Chords 13 Background ...............................................................................13 Altered Dominant Chord Chart .....................................................13 Altered Dominant Chord Example .................................................15 What’s Next? 17 © Guitar Mastery Solutions, Inc. Page !3 A Little Jazz? This ebook is not necessarily for jazz guitar players. In fact, it’s more for acoustic guitarists who would like to inject a little
    [Show full text]
  • Linear Jazz Improvisation Block Chord Keyboard Cadences
    Linear Jazz Improvisation Block Chord Keyboard Cadences Ed Byrne © Ed Byrne 2008 CONTENTS Introduction 3 1. MAJOR KEY BLOCK CHORD CADENCES 5 2. MINOR KEY BLOCK CHORD CADENCES 9 3. MAJOR KEY MODIFIED BLOCK CHORD CADENCES 13 4. MINOR KEY MODIFIED BLOCK CHORD CADENCES 17 2 INTRODUCTION It is important that jazz practitioners have a firm basic knowledge of the keyboard, in particular the essential harmonic cadences found in most tunes. They should be learned in all keys. We focus here on ii7 V7 I MA7 and its minor key counterpart, ii7-5 V7-9 i7, before adding Modified Block Chords , in which we introduce such tension substitutions as 9 for 1, 6 for 5, and +9 for 3 in the right hand. While it would be nice to be a great pianist with great facility and sophisticated harmonic voicing capabilities on the keyboard, it is only essential that one knows enough to be able to use the keyboard as an aid in learning to hear and to analyze tunes in preparation for improvisation—and perhaps to compose. Therefore, we shall begin with block chords in all keys. Block chords are 4-note close position 7th chords, doubled in both hands at the octave. They are handy and can be used in a variety of ways, such as: 1. Accompanying ( comping )—in both hands, 2. Playing the chords in the left hand while playing the melody in the right, 3. Playing the chords in the left hand while improvising lines in the right, 4. Playing the basic (un-modified) chords in the right hand while playing a simple bass line or ostinato in the left.
    [Show full text]
  • Jazz Vibraphone As a Chordal Instrument: a Comprehensive Guide to Comping and Block Chord Techniques
    JAZZ VIBRAPHONE AS A CHORDAL INSTRUMENT: A COMPREHENSIVE GUIDE TO COMPING AND BLOCK CHORD TECHNIQUES BY MICAH SHAW-RUTSCHMAN DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in Music with a concentration in Jazz Performance in the Graduate College of the University of Illinois at Urbana-Champaign, 2018 Urbana, Illinois Doctoral Committee: Professor John C Stephens, Chair and Director of Research Associate Professor Larry Gray Professor William Moersch Professor Gabriel Solis ABSTRACT Although there are many jazz vibraphone method books available on the market, I have found that they do not cover the full spectrum of concepts that are necessary to play the vibraphone as a chordal or comping instrument within a group setting. Specifically, I found that there is no methodology for improvisation within this context. This dissertation explores chordal concepts that are frequently discussed in piano method books but have not been addressed in-depth in the vibraphone pedagogical materials currently available. An examination of block chord and other pianistic approaches to playing are discussed and applied to vibraphone performance. This includes analyses of solos by notable jazz pianists, including Milt Buckner, George Shearing, Oscar Peterson, Phineas Newborn, Red Garland, and McCoy Tyner. Vibraphone adaptations of these solos are included, as well as exercises and etudes to help demonstrate how these concepts can be used in a real musical context. Stefon Harris's four-mallet grip, which has not been addressed in previous publications, is also discussed in detail. While there are a handful of grips that have been accepted in the percussion community, including the Stevens grip, the Burton grip, and Traditional grip, this dissertation offers an alternative to these techniques that I have found particularly helpful in executing some of the more complex material that is included in this dissertation.
    [Show full text]
  • MUT 2120 Jazz Theory and Harmony Cr
    MUT 2120 Jazz Theory and Harmony Cr. 3 MUT - MUSIC THEORY Harmonic, rhythmic and melodic concepts used in jazz including basic chord nomenclature, non-tertian sonorities and advanced improvisation. MUT 1100 Elementary Music Theory Cr. 3 Offered Winter. Terminology and standard notation, including intervals, triads, scales, Prerequisite: MUT 1160 with a minimum grade of C rhythm, correlated ear training, and general musicianship. No degree MUT 2140 Theory III Cr. 3 credit for music majors. Offered Every Term. Study of chromatic harmony and voice leading; introduction to complete MUT 1140 Theory I Cr. 3 tonal structures. Offered Fall. Prior knowledge of scales, clefs, and key signatures. Triads, intervals, Prerequisite: MUT 1160 with a minimum grade of C principles of four-part writing, voice leading and melody harmonization, MUT 2150 Ear Training III Cr. 1 including all diatonic triads, dominant and super tonic seventh chords, Sight singing and dictation of chromatic materials; more advanced work inversions, and nonharmonic tones. Offered Fall, Winter. with rhythm and meter. Offered Fall. Prerequisite: MUT 1100 with a minimum grade of C Prerequisite: MUT 1170 with a minimum grade of C Restriction(s): Enrollment is limited to students with a major in Music or Music Honors. MUT 2160 Theory IV Cr. 3 Twentieth- and twenty-first century music; impressionistic techniques. MUT 1150 Ear Training I Cr. 1 Mainstream compositional devices of melody, harmony and rhythm; An introduction to sight singing, solfeggio, and the basic materials of serial music, electronic music, aleatoric music, contemporary notation. tonal music including intervals, chords, simple melodies, and basic Offered Winter. harmonic progressions.
    [Show full text]
  • An Analysis of Stravinsky's Symphony of Psalms
    AN ANALYSIS OF STRAVINSKY’S SYMPHONY OF PSALMS FOCUSING ON TONALITY AND HARMONY DOCUMENT Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Musical Arts in the Graduate School of the Ohio State University By Jin Myung Kang, M.M. * * * * * The Ohio State University 2007 Document Committee: Approved by Professor Marc Ainger Professor Donald Harris Adviser Professor Burdette Green Graduate Program in Music ABSTRACT In Symphony of Psalms, Stravinsky commands tonality and harmony in new ways that are different from the dictates of classical concepts. The progressive and unique nature of his musical color may stem from the fundamentally different structure of tonality and harmony that underlies his pieces. This piece reflects a neoclassical preference for C major to the point of being called “white-key music.” This is apparent in the fact that C tonality is expanded and developed after it is established as the central tonality of this piece. Meanwhile, bitonality and polytonality, which frequently appear in this piece, destroy the traditional concept of tonality that relies upon ‘single tonality.’ By adding the principles of bitonality and polytonality to the classical beauty of form, Stravinsky succeeds in making a transition from the one-dimensional world of traditional music to a more multidimensional structure. In addition to tonality, new harmonic materials — retrograde (weak motion) that escapes from traditional harmonic motion, harmonies outside of tonality, poly-chords, chords that exclude the third, harmonies that undergo sudden transition, etc.— are boldly introduced. The end result is Stravinsky’s unique neoclassical sound that is firmly established in the history of music.
    [Show full text]
  • Piano Proficiency Packet (Sample)
    Piano Proficiency Examination Requirements SAMPLE Effective Fall 2006 Scales All major and harmonic minor Two octaves, ascending and descending, hands separately. scales Performed with a steady tempo and with correct fingerings. MINIMUM tempo should be quarter note = 108 (Eighth note = 54) Chord Progression I-IV-V7-I, i-iv-V7-I, in all Keys Three chord tones in right hand, root in left hand. Three chordal positions in right hand. Must use pedal. Patriotic Songs Star Spangled Banner Must use approved editions. America (memorized) Prepared Three melodies suitable for You will be given the melodies one weeK prior to the exam. Harmonizations classroom use, each: One harmonized melody must be in a minor Key. 1) in the original Key Accompanists must follow basic principles of harmonization and 2) up one whole step voice leading. You should use tonic, subdominant and dominant 3) down one whole step chords as much as possible. Other chords are possible. You will be graded on the choice of appropriate chords as well as the quality of performance. Minimum blocK chord usage is preferred. These are permitted to be written out and used during the examination. Improvisations Three improvisations: At least one improvisation must be in minor, and ALL must be in Keys 1) a waltz of AT LEAST two sharps or flats. 2) a march Each Improvisation must be at least two phrases long, with at least 3) a “mood” piece chosen by the four measures per phrase. student (happy, sad, suspenseful, One example MUST use a secondary dominant correctly, or a tired, etc…) modulation.
    [Show full text]
  • Five Performance Etudes for Jazz Piano
    FIVE PERFORMANCE ETUDES FOR JAZZ PIANO ADREAN FARRUGIA A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS GRADUATE PROGRAM IN MUSIC YORK UNIVERSITY TORONTO, ONTARIO OCTOBER 2020 © ADREAN FARRUGIA, 2020 Abstract There are currently numerous texts and publications which outline the fundamental concepts which are relevant to the study and performance of jazz piano. However, there is a smaller body of work that clearly demonstrates the practical real-world application of these fundamental concepts. This thesis presents a collection of five performance etudes for jazz piano which encompass a number of concepts and approaches which are fundamental to the study of jazz piano, while also, as performance relevant pieces, illustrate the practical application of these approaches and concepts. The relevance of the concepts and approaches covered is justified by providing examples of their use on recordings by historically significant pianists. These Five Performance Etudes for Jazz Piano are based of the practical application of relevant styles and concepts spanning the 1940s to the 1960s – the period of jazz which cultivated the greatest number of musical tools still used today. ii Acknowledgements I would like to thank Professors Al Henderson and Sundar Viswanathan for their guidance and assistance during the process of creating this thesis. In particular, the guidance of my primary advisor Al Henderson was greatly appreciated -- his willingness to be of assistance and his insights during the process went far beyond the basic requirements of his role. I would also like to acknowledge professors Barry Elmes, Jay Rahn, and Michael Coghlan, with whom I fulfilled the course requirements of this degree.
    [Show full text]
  • Building AP Music Theory Skills from the Ground Up
    ® AP Music Theory: Building AP Music Theory Skills from the Ground Up 2008 Curriculum Module © 2008 The College Board. All rights reserved. College Board, Advanced Placement Program, AP, SAT, and the acorn logo are registered trademarks of the College Board. connect to college success is a trademark owned by the College Board. Visit the College Board on the Web: www.collegeboard.com. Curriculum Module: Building AP Music Theory Skills from the Ground Up AP® Music Theory Curriculum Module: Building AP Music Theory Skills from the Ground Up Table of Contents Introduction.......................................................................... 3 Melissa Cox, College Board Advisor for AP Music Theory Emory University Contextual Listening for the AP Music Theory Classroom ........................................... 4 Jane Piper Clendinning Florida State University Sight Singing: A Strategy for the Non-Singer and the Underprepared Student ................................. 16 Lois Johnson Lone Peak High School, Highland, Utah Techniques for Teaching Harmonic Dictation......................................................... 20 YouYoung Kang Scripps College Strategies for Strengthening Relative Pitch: Graduated Pitch Universes in Melodic Dictation............................................................. 26 Joseph Kraus Florida State University Interpreting and Harmonizing Melodies: Some Formulas for Success.......................................... 32 Nancy Rogers Florida State University 2 Curriculum Module: Building AP Music Theory Skills from the Ground Up The AP® Music Theory Examination Melissa Cox Curriculum Module Editor Emory University Atlanta, GA The AP® Music Theory Examination presents a variety of aural and written theory challenges to students. In turn, helping students master the knowledge and skills necessary to do well on the examination provides significant challenges to the teacher. Challenges to both teacher and students are even greater in classrooms where students have mixed abilities and musical backgrounds.
    [Show full text]
  • Arranging by Examples ∑ C Œ# Œ Œ Œ Œ
    œ. nœ œ œ œ œ. ∑ c œ œ œ œ œ. ∑ c œnœ œ œ œ œ. œ œ œ œ ˙ œ œ œ#œ œ œ œ c ˙ œ# œ œ œ œ. ∑ c f œ. ∑ c œ œ œ œ af 2 Arranging by Examples ∑ c œ# œ œ œ œ. Œ c The Practical Guide to ˙n ˙ Œ ˙b˙ c ˙ Jazz and Pop Orchestra Arranging f Œ ˙ c ˙ f Third Edition Œ c INCOMPLETE DEMO VERSION f ˙ œ œ ˙n ˙ Order the full version E-book from the webstore. œ œ c œ œ ˙ c ˙ œ œ œ# œ n˙. c ˙ œ ˙ ˙ . Frans Absil œ œ œ œ œ# ˙. c ˙ ˙b . ˙ ˙. ˙ c ˙b˙. c ˙ ∑ c ∑ c c . ˙b 13/ 11 œ 13/ 11 œ E 7 # E 7 # œ b b œ œ œ# œ ˙. c | œ œ nœ œ nœ œ œ. œ œ œ œ œ œ œn œ œ c n œ œ œ œ œ œ œ œb ∑ c Œ ˙b c Œ œb y y y y y y y Y c æ Œ ˙ c œ œ æ Suspendedæ˙ cymbalæ f c ∑ f æ n˙ œ. œ n˙ c œn œ œ œ 14 Colophon This e-book is a practical guide to arranging for jazz and popular music orches- tra. This document has been created with the public domain LATEX computer type- setting program. Diagrams were created using the LATEX picture environ- ment and the PSTricks package. Musical examples were created using the MakeMusic Finale music notation software. Score examples were imported into the document as Encapsulated Postscript (EPS) files, using the graphicx package.
    [Show full text]